SDG4-Education 2030 in Asia and the Pacific...SDG 4 – Education 2030 is comprehensive, holistic,...

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SDG4-Education 2030 in Asia and the Pacific Maki Hayashikawa Section for Inclusive Quality Education UNESCO Bangkok

Transcript of SDG4-Education 2030 in Asia and the Pacific...SDG 4 – Education 2030 is comprehensive, holistic,...

Page 1: SDG4-Education 2030 in Asia and the Pacific...SDG 4 – Education 2030 is comprehensive, holistic, ambitious and aspirational. \爀屲Principles: \爀屲The globally shared concern

SDG4-Education 2030 in Asia and the PacificMaki HayashikawaSection for Inclusive Quality EducationUNESCO Bangkok

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1. Context: the sustainable development agenda and sdg4

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Economic growth Ecological stress and unsustainablepatterns of production/consumption

Poverty reduction Vulnerability, inequality, and exclusion

Interconnected world Division, intolerance and conflict

Paradoxes and Tensions associated with societal development

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Fundamental Principles

Concern for sustainable human and social development

Recognizing the diversity of lived realities while reaffirming a core of universal ethical values

Fundamental purpose of education

To enhance and sustain the dignity and capacity of the human person in relation to others and to nature

Reaffirming a Humanistic Approachto Education and Development

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Sustainable Development Agenda and Goals

• merge development (MDG 2000-2015) and environment (Rio 1992-) agendas

• 17 goals with 169 targets • adopted by UN Member States in 2015• to be achieved by 2030

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2. Transforming our mindsets: from MDGs, EFA to SDG4

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The Goal

SDG 4

‘Ensure inclusive and equitable, qualityeducation and promote lifelong learning opportunities for all’

Presenter
Presentation Notes
The overarching 2030 Agenda for Sustainable Development education goal (SDG 4) commits to providing inclusive and equitable quality education at all levels and expresses the new key features of Education 2030.
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Sustainable Development Goal (SDG) 4 -Education 2030

“Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”

• Universal relevance - both global North and global South• Rights-based and a public good• Inclusion, equity and gender equality as fundamental

principles• Addresses all forms of discrimination and of situations,

including emergencies, which impede the fulfilment of the right to education.

“No one left behind”

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EFA and SDG4-Education 2030 – the difference

SDG4/Education 2030 is…

• More comprehensive: Expanded access to all levels of education • at least 12 years of free, publicly funded, quality primary and secondary

education, higher education, TVET.

• More outcome/skills oriented• Renewed focus on effective acquisition of foundational skills• New focus on relevance of learning for decent work• New focus on relevance of learning for social and civic life

• More integrated with other goals (e.g. SDG 8.7)• Needs more resources… and yet while much was achieved under the ‘simpler’ EFA the goals were not fully met

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Global Education Agendas compared

MDG2 EFA SDG4

Scope Primary Education (children)

Basic Education (children, youth &

adults)

Basic education + Post-basic education with Lifelong

perspective

CoverageLow-income

countries; Conflict-affected

Universal in intention;

Focus on lower-income countries

Universal agendaGlobal North and South

Process led by UN UN Member States

Policy focus

Access to and completion of

primary education for all

Access to quality basic education for

all

Access to quality basic learning for all + Equitable access to post-basic education + Relevance of learning

for work & citizenship

No of targets 2 6 goals 10

(Source: adaption from the PPT by S.Tawil, UNESCO)

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The “blurring boundaries” challenging SDG4

• Blurring of boundaries between formal/informal learning• Re-contextualizing the right to education• Changing role of teachers

• Blurring of boundaries between the public and the private• Growing private engagement in education & changing role of

state• Re-contextualizing education as a public good

• Blurring of boundaries between global and local• Citizenship education in a plural and interconnected world• Local knowledge/languages and globalization• Growing focus on 21stcentury / transversal skills• Global versus national/local monitoring

(Source: adaption from the PPT by S.Tawil, UNESCO)

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1. Vision and principles

2. Goal, targets, and strategic approaches

3. Implementation modalities:

• Governance, accountability and partnerships

• Effective coordination • Monitoring, follow-up and review• Financing

Indicator framework to monitor progress

SDG 4-Education 2030 Framework for Action

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‘Ensure inclusive and equitable, quality education and promotelifelong learning opportunities for all’

Principles• Universally-relevant to all societies both global North and global South• Rights-based and a public good

• the state is the “duty bearer”, education as a shared societal endeavour

Scope• Expanded access to all levels of education

• Especially, at least 12 years of free, publicly funded, quality primary and secondary education

• Holistic and lifelong learning approach• learning begins at birth and continues throughout life

SDG 4

Presenter
Presentation Notes
SDG 4 – Education 2030 is comprehensive, holistic, ambitious and aspirational. Principles: The globally shared concern for sustainability implies a universal agenda relevant to all societies both in the global North and the global South. Applying to all countries in the world, the new global education agenda is based on the principle that Education is a fundamental human right and an enabling right. Moreover, it considers education as a public good, of which the state is the duty bearer. It sees education as a shared societal endeavor, which implies an inclusive process of public policy formulation and implementation. Scope: The new agenda has a broad scope that seeks to expand access to all levels of education: Basic education: Recognizing that the EFA commitment ‘to meet the basic learning needs of all children, youth and adults’ has not been achieved, SDG 4 includes commitments to ensure: at least one year of pre-primary education for all a full cycle of free, publicly funded, inclusive, equitable, quality primary and secondary education of 12 years, of which at least nine years are compulsory as well as - universal youth literacy by 2030 leading to effective and relevant learning outcomes for all. Post-basic education: In addition, SDG 4 also commits to ensuring equal opportunity in access to post-basic learning opportunities whether through vocational skills development at secondary and post-secondary levels, including through university studies. Offering a holistic approach to education it stresses the importance of lifelong learning. All age groups, including adults, should have opportunities to learn and to continue learning. Moreover, SDG 4 includes a renewed focus on effective learning and the acquisition of basic competencies. This is evident in the targets and global indicators for primary and secondary education (4.1), as well as for youth and adult literacy (4.6). What is new in the SDG 4 is the focus on the relevance of learning, both in terms of vocational and technical skills for decent work (4.4), as well as competencies for citizenship in a plural, interdependent, and interconnected world (Target 4.7). The overarching 2030 Agenda for Sustainable Development education goal (SDG 4) commits to providing inclusive and equitable quality education at all levels and expresses the new key features of Education 2030, which underpin this Framework for Action. Ensure access to and completion of quality education for all children and youth to at least 12 years of free, publicly funded, inclusive and equitable quality primary and secondary education, of which at least nine years are compulsory, as well as access to quality education for out-of-school children and youth. Focus on equity: SDG 4 includes a renewed focus on inclusion, equity and gender equality. This is particularly explicit in target 4.5 which aims to eliminate gender disparities and ensure more equitable access to all levels of education and vocational training for vulnerable populations. Ensure equity and inclusion in and through education and address all forms of exclusion and marginalization, disparity, vulnerability and inequality in education access, participation, retention and completion and in learning outcomes. As gender equality is another key feature of Education 2030, this agenda pays particular attention to gender-based discrimination as well as to vulnerable groups, and to ensuring that no one is left behind.
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The key focusses on inclusion, equity and quality

Equity and inclusion

• Renewed focus on inclusion, equity and gender equality in access, participation, retention, completion and in

learning outcomes

Quality - An integral part of the right to education:

• Renewed focus on effective acquisition of foundational skills• New focus on relevance of learning for decent work• New focus on relevance of learning for social and civic life

Presenter
Presentation Notes
Focus on quality: Moreover, SDG 4 includes a renewed focus on effective learning and the acquisition of basic competencies. This is evident in the targets and global indicators for primary and secondary education (4.1), as well as for youth and adult literacy (4.6). What is new in the SDG 4 is the focus on the relevance of learning, both in terms of vocational and technical skills for decent work (4.4), as well as competencies for citizenship in a plural, interdependent, and interconnected world (Target 4.7). The overarching 2030 Agenda for Sustainable Development education goal (SDG 4) commits to providing inclusive and equitable quality education at all levels and expresses the new key features of Education 2030, which underpin this Framework for Action. An integral part of the right to education is ensuring that education is of sufficient quality to lead to relevant, equitable and effective learning outcomes at all levels and in all settings.
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Outcome Targets [7]4.1 Quality primary/secondary education for all

4.2 Early childhood & pre-primary education

4.3 Equal access to TVET & higher education

4.4 Relevant skills for work

4.5 Gender equality & equal access for all

4.6 Youth and adult literacy

4.7 Global citizenship education for sustainability

Means of implementation [3]4.a Safe & inclusive learning environments

4.b Scholarships for higher education

4.c Teachers’ training and working conditions

The Targets

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TARGET 4.1 Ensuring that all children and youth have access to a full cycle of 12 years of quality primary/secondary education, of which a minimum of 9 years are to be compulsory, public, and free.

TARGET 4.2Ensuring that all children have access to at least one year of pre-primary education for all children.

TARGET 4.5 Ensuring gender parity at all levels of education.

TARGET 4.6 Ensuring that all youth [15-24 years of age] have adequate literacy and numeracy skills.

The “unfinished” EFA Agenda in SDG4

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Bringing universal relevance of SDG4

TARGET 4.3 Ensuring expanded and equitable access to all forms of post-basic education and training

TARGET 4.4 Ensuring relevant skills for the world of work

TARGET 4.7 Ensuring relevant learning for citizenship in a global world

TARGET 4.a Ensuring safe and inclusive learning environments

TARGET 4.b Ensuring scholarships for higher education/TVET

TARGET 4.c Ensuring adequate teacher recruitment, training and professional development, and working conditions

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Effective implementation of SDG4 calls for a system-wide change

• Broaden the conceptual understanding of inclusion and equity• Develop relevant measurements for inclusion/inclusiveness• Embed inclusion, equity and gender equality in existing and

core education policy and plans – not as separate policies • Address policies at all levels of a national education system,

including the classroom level • Ensure multiple level and cross-sectoral interventions, ranging

from education, health, social, economic, legal, political, cultural or attitudinal are required.

• Collect and build evidence from various sources to inform policy making and planning processes.

• Make effective use of ICT and assistive technology to facilitate access and participation in learning

Presenter
Presentation Notes
Need for broader approach to inclusion, equity and gender equality in light of implementing the new education agenda SDG4-Education 2030. Challenge – Inclusion/equity/gender parity – sprinkled here and there in the SDG4 –Education 2030 – Target 4.1 (equitable quality), Target 4.3 (skills training and tertiary education) No gender equality Inclusion – risk of associating it with disabilities again (target 4.5) , or if not, only to inclusion in terms of “access”. Target 4.7 – education ”for gender equality” (only as means, gender equality necessarily lead to measuring gender equality) Separate policy on inclusive education – looks good, but once policy document is produced, it risks to be shelved since it is not the “core” national policy document - policies on inclusion and equity and gender equality, cannot be a separate policy document apart from the core national education policy and plans – it must be an integrated guiding principles of the main policy document for which national budget is secured for its implementation. Unfunded policies are good as not existing.
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3. Creating linkages Between sectors for the implementation of SDG4-Education 2030

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Centrality of Education: Links between other SDGs

Source: Vladimirova & Le Blanc (2015). www.un.org/esa/desa/papers/2015/wp146_2015.pdfGraph Credit: M. Dayan

Presenter
Presentation Notes
Source: Author’s elaboration, from Le Blanc (2015). Note: The SDGs are represented as broader circles of differing colors, while targets are figured by smaller circles and have the color of the goal under which they figure. Targets are reflected as linking two or more goals if their wording explicitly refers to those goals.
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4. Localization of SDG4-Education 2030:

status, process & challenges

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Status of SDG4-Education 2030 localization(as 10 April 2017)

Status Number of countries done

Number of countries planned

Nomination of National Coordinators for SDG4 25 7

Establishment of national mechanism for SDG4 13 17

Organization of national consultations on SDG4 24 10 Organization of sub-national consultations on SDG4 9 12

Review and/or alignment of national education sector plans/policies in light of SDG4 14 14

Information received from countries in Asia-Pacific:

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• Pre-meeting survey responses: 23 countries• Purpose of the pre-meeting survey:

To show the status of localizing SDG4-Education 2030 To analyze the feasibility of the Indicative Strategies

proposed in the Education 2030 Framework for Actionbased on the perceptions of the policy makers in theregion

To identify challenges in accelerating the localization ofSDG4-Education 2030

Pre-meeting survey for APMED2030-II

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Countries submitted the completed questionnaire(as of 19 November 2016)

Sub-regions Countries

South and West Asia Bangladesh, Bhutan, Iran, Maldives, Nepal, Sri Lanka

South-East Asia (Insular)

Malaysia, Timor-Leste

South-East Asia (Mekong)

Cambodia, Myanmar, Lao PDR, Vietnam, (Thailand)

East Asia China, Japan, Mongolia

Pacific Cook Islands, Fiji, Nauru, Papua New Guinea, Samoa,Tonga, Tuvalu

Central Asia NoneTotal number ofcountries

22 (23)

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Summary of main findings

• About 78% of the countries have appointed a coordinator/focal point for both overall 17 SDGs and SDG4-Education 2030

• Nearly half of the countries have established a national coordination mechanism for SDG4-Education 2030

• Half of the countries have organized the overall SDGs localization meetings and consultation meetings for localizing Education 2030 targets at the national level.

• Various stakeholders participated or planned to participate in national consultation meeting for localizing Education 2030 targets.

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Summary of main findings (cont’d)

• Half of the countries responded that the lack of technical capacity, and of financial and time constrains as main obstacles for not starting the review of national education sector plan in light of SDG4.

• Most of the countries, which have started mapping/review or planned to do it, have finished or are expecting to finish this excise by this year (2016) or within a few years.

• Most countries perceive that the Education 2030 targets are feasible. However, the following indicators are found to be challenging:

• Target 4.3 (TVET & tertiary education)• Target 4.4 (job skills)• Target 4.6 (literacy & numeracy)• Target 4.7 (ESD &GCED)

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Key findings: Challenges in localizingSDG4-Education 2030

• Developing robust assessment systems• Capacity gap (institutional, financial and technical)• Collecting data and information from multiple sources

• Lack of collaboration and coordination for tackling sector-wide and multi-sectoral issues

• Among relevant ministries and other related organizations• Between public and private sectors

• Catering for the diversity within a country• Wide diversity in needs and capacities• Several dimensions in diversity

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• Most of the countries have 5-year planning cycle

• Countries are at different planning stages and many have done the first gap analysis

• Each country has different entry points to integrate SDG4 into national plans (e.g., sector analysis, mid-term review etc)

• SDG4 does not call for a separate and parallel planning process

• At the same time, a longer term planning for achieving SDG4 may be needed, covering:

• A clear vision how to achieve SDG4 by 2030• Prioritization among the targets• Sequence of the policy interventions (e.g., phased approach to achieving SDG4)

together with benchmarks and milestones• Analysis of resource requirements• Monitoring framework

Integrating SDG4 into national education planning

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• On average, only 50% of the total indicators are available in Asia-Pacific countries.• Mostly countries are missing indicators for monitoring Target 4.3, 4.4 and 4.7.

4.1.3

4.1.7

4.2.12

4.1.6

4.3.13

4.2.11

4.4.17

4.c.37

4.1.5

4.6.23

4.1.4

4.5.20

4.1.1

4.a.30

4.c.38

4.c.39

4.a.31

4.c.43

4.2.10

4.1.2

4.b.35

4.3.14

4.c.40

4.6.24

4.c.42

4.5.18

4.6.22

4.c.41

4.5.19

4.3.15

4.a.32

4.b.36

4.a.34

4.7.25

4.a.33

4.2.8

4.4.16

4.5.21

4.7.28

4.7.27

4.7.29

4.2.9

4.7.26

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 3 1 1 1 1 1 1 1 1 3 9 1 9 1 1

1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 2 1 1 3 1 1 1 3 2 2 1 1 3 3 2

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 2 1 1 2 1 2 1 1 1 1 1 2 1 2 2 1 2 1 2 2 1 2 1

1 1 1 1 1 1 1 1 1 1 1 1 1 1 3 1 1 1 1 1 2 1 3 2 1 1 2 1 1 2 1 2 2 1 2 1 1 1 2 1 2 2 2

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 2 1 2 2 1 1 2 1 2 1 2 1 2 3 2 1 9 2 2 9

1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 3 1 1 1 2 1 1 1 2 1 1 2 1 1 2 2 2 3 2 2 1 2 3 3 2

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 3 1 1 1 1 2 1 1 3 2 1 2 9 2 2 3 3 9 9 9 2 9

1 1 1 1 1 9 1 1 1 1 1 1 1 1 1 1 1 1 1 1 9 1 1 2 9 1 2 2 1 1 1 1 2 9 2 3 2 1 1 9 2 3 9

1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 2 1 1 1 1 2 2 1 2 1 2 2 1 2 1 3 2 2 2 2 2 3 2

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 3 1 1 3 3 1 2 3 2 9 2 3 3 2 2 3 3 3 3

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 1 1 1 1 2 2 2 2 1 2 2 2 2 2 2 2 2 2 2 2

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 2 2 2 1 1 2 2 2 1 2 1 2 2 2 2 1 1 2 1 9 3 3 2

1 1 1 2 1 1 1 1 1 1 1 1 1 1 9 9 1 1 3 1 9 3 1 1 2 1 1 1 1 3 9 9 2 1 1 3 9 9 2 2 1 3 2

1 1 1 1 1 1 2 1 1 2 1 1 1 2 1 9 2 1 1 1 1 1 1 1 9 1 1 9 2 1 2 1 2 1 2 2 2 2 2 2 9 2 2

1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 2 3 1 1 1 2 2 1 1 2 3 3 3 2 1 2 2 2 3 2 2 2 2 2

1 1 1 1 3 9 1 1 1 3 9 1 9 9 1 9 9 1 3 9 1 1 9 3 1 1 3 1 1 1 1 1 1 9 1 3 3 1 9 9 1 3 9

1 1 1 1 1 1 1 1 1 1 3 1 1 1 2 1 1 1 3 2 1 2 2 1 2 1 2 2 9 2 2 1 1 2 1 3 1 2 2 2 9 3 2

1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 2 1 1 1 1 2 2 1 1 2 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 1 2 9 2 2

1 1 1 1 1 2 1 1 2 1 1 1 1 1 2 2 1 1 2 1 3 2 2 1 1 1 2 2 2 3 2 3 1 1 2 3 1 2 2 2 2 3 2

1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 2 2 3 1 1 1 1 3 2 2 1 2 2 2 2 2 2 9 2 1 2 2 9 9 3 3 9

1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 2 1 2 1 2 1 2 2 2 2 2 2 2 1 2 2 2 2 9 2 2 1 1 9 9 9 2 9

1 1 1 1 1 2 1 1 1 1 1 3 1 3 3 1 3 3 2 1 1 1 3 1 3 2 1 1 1 2 3 1 3 3 3 2 2 2 3 3 3 2 3

1 1 1 1 2 1 3 1 9 3 9 1 9 1 1 1 1 1 1 9 1 1 1 3 3 2 1 1 2 1 1 3 2 2 2 2 3 3 2 2 3 2 2

1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 2 9 1 2 1 2 2 2 2 2 9 2 2 2 2 9 2 2 2 9 2 2 2 2 2

1 1 1 1 2 1 2 1 2 9 1 2 1 1 9 1 2 1 1 1 1 2 9 3 1 2 1 1 2 2 3 9 2 1 2 1 2 2 2 2 2 2 2

1 1 1 1 1 1 1 1 1 1 1 9 2 1 1 1 2 9 1 2 2 1 1 2 2 2 2 3 9 2 9 2 2 2 2 1 2 9 2 2 2 2 2

1 1 1 1 1 1 1 9 1 1 9 1 9 9 1 9 9 1 9 9 3 1 1 2 1 1 2 2 2 9 2 3 2 9 2 9 9 2 9 9 9 9 9

1 1 1 2 1 1 1 1 1 1 2 2 2 2 2 2 2 2 1 2 1 1 2 2 2 2 1 2 2 1 2 3 2 2 2 2 1 2 2 2 2 2 2

1 1 1 1 1 9 9 1 9 1 1 9 1 9 1 1 9 2 9 9 1 9 1 9 2 9 9 9 9 2 9 1 9 9 9 9 9 9 9 9 9 9 9

1 1 1 1 1 2 2 1 9 2 9 2 1 9 1 9 9 2 1 9 1 9 3 2 9 2 2 2 2 1 2 3 1 2 1 3 2 2 2 2 2 2 2

1 1 1 9 1 1 1 3 1 1 9 1 9 1 9 9 1 9 9 9 9 2 9 9 9 9 9 9 9 2 2 9 9 9 2 2 9 1 9 9 2 1 9

1 1 1 9 1 1 1 9 1 9 9 1 9 9 9 9 1 9 9 9 9 9 9 9 9 9 9 9 1 9 9 9 9 9 9 9 9 9 9 9 9 9 9

1 1 1 1 1 1 1 9 1 1 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9

1 1 1 9 9 1 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9

Regional mapping on indicator availability to monitor SDG4

Source: UIS

Presenter
Presentation Notes
4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university 4.4. By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent work and entrepreneurship
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Key implementation strategies

• Decentralisation• More resources by involving sub-national authorities

• Wider participative process• Especially the engagement of civic society and private sector

• Evaluation• Set convincing and realistic delivery targets

• Monitoring• Demonstrate steady progress

• Success breeds success• Build on good practices• Forge strong partnerships and networks• Encourage South-South-North cooperation

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Challenges in localizing and implementing SDG4-Education 2030

• Lack of coherent plan for addressing SDG4• requires ‘seamless coverage’ of ECCE, formal education, NFE, TVET, and

Higher Education

• Difficulty in creating the vision, conceptualizing and ‘concretizing’ some targets e.g. global citizenship

• Lack of ownership outside education sector• Getting lost in a universal agenda

• Need to prioritize while covering all targets

• Lack of data to demonstrate progress towards the targets• Problems in assessing skills outcomes of education

• Technical complexity and relevance of skills assessments (addressed by UIS)• Difficulty of establishing causal links between skills outcomes and labour

market success (addressed by ILO work on skills mismatch)

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5. Regional coordination for SDG4-Education 2030 in the Asia-pacific &

UNESCO’s role

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UNESCO’s mandate in SDG 4 – Education 2030

• At global and regional levels:• Lead/facilitate coordination, partnerships and policy dialogue,

knowledge-sharing and standard-setting• Undertake advocacy and communication to promote political and

financial commitment to Education 2030• Indicator development [UIS]• Monitoring and review of progress in education across SDGs [GEM]

• Capacity development and technical support at country level:

• Sub-sectoral policy and strategy reviews• Sector-wide planning, management and monitoring

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Articulating national, regional and global coordination

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Global level coordination

Composition• 3 Member States representatives

for each of the 6 regional groups • 1 representative of the E-9• UNESCO, UNICEF, WB, and 1

representative of the other convening agencies (ILO, UNDP, UNHCR, UNFPA, UN Women)

• 1 Representative of the GPE• 1 representative of the OECD• 1 representative of teachers

organization • 2 representatives of NGOs• 1 representative from regional

organizations for each of the 6 regions

Mandate• Strategic guidance• Review progress• Recommend key priorities

and catalytic actions• Monitor and advocate for

adequate financing • Encourage harmonization

and coordination

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SDG Review and Reporting

• Thematic Reviews• Cross-cutting theme for each HLPF every 4 years to reflect

integrated nature and three SD dimensions• Inputs from intergovernmental bodies and forums, UN

entities, regional processes, major groups

• Global SDG Progress Reports• UNSG report to the UNGA• Glossy report for communication and advocacy • Global SDG report (GSDR)

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ECOSCO Reviews –Themes and Goals by Year

Theme Goal s Year

Eradicating poverty and promoting prosperity in a changing world

1, 2, 3, 5, 9, 14 2017

Transformation towards sustainable and resilient societies

6,7,11,12,15 2018

Empowering people and ensuring inclusiveness and equality

4,8,10,13,16 2019

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1. The Regional Thematic Working Group (TWG) on Education 2030+

- Co-led by UNESCO and UNICEF - Members: SDG4 Co-convenors, UN agencies, sub-regional

bodies, NGOs/CSOs, regional networks & partnerships- Purpose: to coordinate advocacy, technical support for and

monitoring of progress in SDG4 in the regional countries.

2. The regional network of National Coordinators of SDG4 - Launched at the APMED2030-II (16-18 Nov 2016)- Network members: National coordinators of SDG4, etc. - Purpose: to share and exchange experiences on effectively

implementing and monitoring SDG4 targets

Asia-Pacific Regional Coordination Mechanism for SDG4-Eduation 2030

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Supporting Regional Member States in implementing SDG4-Education 2030

Technical support for contextualizing SDG4 in education sector policy and plans Mapping & gap analysis of national capacities Development of guidelines for integrating SDG targets into national

policies and programmes

Assessment of data availability Development of technical guidelines for monitoring SDG 4,

including the definitions of indicators, data sources, etc.

Regional consultations and policy dialogues on SDG4

Support to national consultations on SDG4

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• UNESCO Bangkok, together with IIEP, has started supporting selected countries (e.g., Cambodia on revising their education sector simulation model to integrate the SDG4 targets using EPSSim 2016 developed by the HQs) and stands ready to work with the country teams upon request

• UNESCO Bangkok also launched a regional project funded by the Government of Malaysia, to support countries build capacity in planning for achieving SDG4.

• A regional technical workshop for education planners to be held in 24-28 July 2017 in Kuala Lumpur, Malaysia

UNESCO Bangkok’s activities to support SDG4 contextualization

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The proposed Roadmap

2019:Completion of at least one

national skills assessmentprogramme

Global Education 2030 SDG4meeting

2020: 1st five year regional review

2021: Review/ revision of policies and

resource planning

2023:Global education 2030

SDG4 meeting

2024: Completion of at least one

national skills assessmentprogramme (such as PISAor equivalent )

2025:2nd Five year regional

review

2026: Review and reviseSkills assessment

2030 – Achieve thetargets

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Next Steps

3rd Regional Consultation (APMED2030-III) in July 2017 Thematic focus: Target 4.7 To be co-organized with UNICEF and MGIEP Finalization of the regional SDG4 framework with roadmap &

monitoring framework Continue support to national consultations on SDG4-

Education 2030 Scaling up of regional and national advocacy (advocacy

strategies/messages) Develop a regional communication strategy

Technical support for capacity building localization/integration SDG4 Targets into national education plans and policies

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Thank you!https://en.unesco.org/education2030-sdg4

@Education2030UN